Practice, instruction and skill acquisition in soccer: challenging tradition
Abstract
The acquisition of soccer skills is fundamental to our enjoyment of the game and is essential to the attainment of expertise. Players spend most of their time in practice with the intention of improving technical skills. However, there is a lack of scientific research relating to the effective acquisition of soccer skills, especially when compared with the extensive research base on physiological aspects of performance. Current coaching practice is therefore based on tradition, intuition and emulation rather than empirical evidence. The aim of this review is to question some of the popular beliefs that guide current practice and instruction in soccer. Empirical evidence is presented to dispel many of these beliefs as myths, thereby challenging coaches to self-reflect and critically evaluate contemporary doctrine. The review should inform sports scientists and practitioners as to the important role that those interested in skill acquisition can play in enhancing performance at all levels of the game.
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Traditional coaching approaches are often based on intuition, folk pedagogies, and/or historical precedence.
“These “traditional” coaching approaches are often based on intuition (Williams and Ford, 2009), “folk pedagogies” (Harvey et al., 2013), and/or have historical precedence (Williams and Hodges, 2005).”
From Skill Training Periodization in “Specialist” Sports Coaching—An Introduction of the “PoST” Framework for Skill Development (2019) · cites this paper as Williams and Hodges, 2005
There appears to be continued prominence of traditional coaching approaches in goalkeeper training, which arguably limit representativeness.
“and (2) there appears to be continued prominence of traditional coaching approaches in GK training, which arguably limit representativeness (see Williams and Hodges, 2005).”
From Skill Training Periodization in “Specialist” Sports Coaching—An Introduction of the “PoST” Framework for Skill Development (2019) · cites this paper as Williams and Hodges, 2005
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“Keywords: Coaching, expertise, motor learning, performance”
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“The general consensus is that interventions that develop the knowledge structures underlying anticipation and decision-making skill are likely to offer more practical utility for performance enhancement than clinically based programmes that attempt to improve basic visual function (for detailed reviews, see Williams &…”
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“The main reason for using a demonstration is to provide the learner with a visual template or criterion model for the desired movement pattern (see Hodges & Franks, 2002; Swinnen, 1996).”
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“, 2013), and/or have historical precedence (Williams and Hodges, 2005).”
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Self-citationQuantifying contextual interference and its effect on skill transfer in skilled youth tennis players
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- Authors
- Williams, A. M., & Hodges, N. J.
- Affiliations
- Liverpool John Moores University (GB)
- University of British Columbia (CA)
- Venue
- Journal of Sports Sciences
- Publisher
- Informa UK Limited
- Published
- 2005-06
- Volume
- 23
- Issue
- 6
- Pages
- 637-650
- ISSN
- 0264-0414 (ISSN-L)
- 1466-447X
- OpenAlex
- W2099829076
- Cited by
- 496
- References
- 7
- Citations by year
- 2026: 27 · 2025: 24 · 2024: 31 · 2023: 27 · 2022: 27 · 2021: 28 · 2020: 33 · 2019: 28 · 2018: 30 · 2017: 26 · 2016: 28 · 2015: 24 · 2014: 26 · 2013: 24 · 2012: 26
- FWCI
- 15.20
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Journal of Sports Sciences (publishedVersion)
- PubMed (publishedVersion)
- Topics
- Social Sciences › Psychology › Developmental and Educational Psychology › Sport Psychology and Performance
- Health Sciences › Health Professions › Physical Therapy, Sports Therapy and Rehabilitation › Sports and Physical Education Research
- Health Sciences › Medicine › Orthopedics and Sports Medicine › Sports Performance and Training
- Keywords
- soccer, skill acquisition, technical skills, coaching practice, expertise, motor learning
- MeSH terms
- Decision Making, Humans, Learning, Motor Skills, Physical Education and Training, Soccer, Task Performance and Analysis
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